2013 Annual Report

Total Page:16

File Type:pdf, Size:1020Kb

2013 Annual Report SATTER FOUNDATION | 2013 ANNUAL REPORT To help solve the complicated problems the poor face, we seek to empower the powerless by investing in bold, tactical, and innovative social entrepreneurs and organizations. Table of Contents 2 Founder’s Letter: Muneer Satter 5 Founder’s Letter: Kristen Hertel 6 Mission and Vision 7 Historical Grant-Making Trends 9 Grantee Profile: Room to Read 10 Grantee Profile: The Nature Conservancy 13 Grantee Profile: Beyond Sports Foundation 14 Grantee Profile: One Acre Fund 17 Grantee Profile: Joffrey Ballet 18 Satter Foundation 2013 Grantees 23 Financial Statements The Satter Foundation 2013 Annual Report | 1 CREATINGREALANDPERMANENTCHANGE As the years go by, the issues we address may change, but we hope to always look beyond the easy wins and take on risky projects that aim for lasting impact. In 2013, the foundation supported many organizations that put in leading-edge thinking, tremendous dedication, and hard work to help fulfill their missions. Kristen and I started the Satter Foundation 17 years ago to help In 2013, the foundation supported many organizations that put in the underprivileged—whether they be in our local communities or leading-edge thinking, tremendous dedication, and hard work to help around the world. Our focus is on creating real and permanent fulfill their missions. Their achievements include: change in their lives and in the environment we all share. It’s simply • Helping to reduce violence in Uganda by 97 percent not enough to “put Band-Aids on bullet holes,” as Shannon Sedgwick Davis, CEO of one of our grantees, the Bridgeway Foundation, • Confronting dictators around the world says. To help solve the complicated problems the poor face, we • Preserving over 310,000 acres of land in northwestern Montana seek to empower the powerless by investing in bold, tactical, and We also started the foundation as a way to pass on a legacy of giving innovative social entrepreneurs and organizations. to our daughters. My own introduction to philanthropy was through Our approach to philanthropy is similar to venture funding: success my mother’s work as a civil rights activist. Today, she’d be proud of lies in backing individuals with big ideas who are doing something our work to improve educational opportunities—a core human right— important, in having the patience to help grow organizations, and in the United States and to increase the opportunities available to in being comfortable with shifting approaches when progress isn’t girls around the world. As the years go by, the issues we address made and initiatives are stuck outside the winner’s circle. We’re not may change, but we hope to always look beyond the easy wins and afraid to take on big, difficult issues—spreading democracy and take on risky projects that aim for lasting impact. human rights; creating economic opportunities for the poor, We invite you to read in these pages about the innovative and inspir- including supporting access to quality education; preventing atroci- ing people the foundation supports, and we welcome your thoughts. ties; and protecting the environment—even as we also recognize the importance of addressing immediate and local needs. Sincerely, ”Muneer Satter The Nature Conservancy has preserved the Swan Mountain Range in Montana, which remains one of the most intact places on earth; it hasn’t experienced animal extinction in 200 years. Read more about the organization’s work on page 10. The Satter Foundation 2013 Annual Report | 2 & 3 An Evanston High School student and Beyond Sports Foundation participant trains for a college athletic career. Read more about the organization’s work on page 13. The Satter Foundation 2013 Annual Report | 4 & 5 HELPINGOTHERSOVERCOMECHALLENGES My personal experiences have shaped the education, medical research, and social-service issues I invest in and have inspired my reason for giving: so that others can avoid or overcome challenges similar to those I have faced. While Muneer’s interests are often globally focused, mine center on bold leaders who are working locally and who are actively growing their grassroots endeavors. As Muneer and I strive to achieve our goal of making meaningful Of course, people from disadvantaged backgrounds need more than and lasting change in the lives of the poor, we do so in complemen- financial support to overcome the many hurdles they face, which is tary ways. While Muneer’s interests are often globally focused, mine why the foundation also invests in organizations that provide the edu- center on bold leaders who are working locally and who are actively cation, mentorship, and guidance that is critical to children’s ability to growing their grassroots endeavors. These efforts resonate with me succeed in life. You can read more about one such organization, the because I know what it’s like to not have two nickels to rub togeth- Beyond Sports Foundation, on page 13. er, to depend on a scholarship for a college education, to struggle Our local grantees have accomplished much in 2013. For example: with depression, and to spend long hours in the NICU. My personal experiences have shaped the education, medical research, and • NorthShore University HealthSystem Foundation’s postpartum social-service issues I invest in and have inspired my reason for depression program continues to expand its free perinatal giving: so that others can avoid or overcome challenges similar to support groups to low-income women. It also has extended its those I have faced. screening pilot program so women can be screened for depression up to one year after giving birth. The foundation’s approach, however, is the same no matter the grantee’s size or location: we take a careful look at its organizational • Two NIH-funded physician scientists have leveraged the leadership, its capacity to achieve the impact it seeks, and its ability foundation’s gifts to obtain subsequent federal funding to support to leverage our grants to ensure that our support will build capacity, their research on preventing preterm labor. catalyze fund-raising and partnerships, and magnify impact. Take, for • With our support, Project Excite, which previously only worked with example, the research on preterm labor the foundation supports at students up to the eighth grade, has hired a high-school counselor. Evanston Hospital. Our grants allowed the lab to bring on research This is allowing the organization to work with students all the way staff. This, in turn, positioned the lab to receive significantly more through high school, better preparing them for collegiate success. funding from the National Institutes of Health (NIH). Another lab, I look forward to seeing the work of our grantees take root in our this one at the University of Chicago, is researching the use of adult communities and to supporting them, with both grant making and stem cells to repair, and even grow, organs. Our support has helped guidance, as they grow. I would welcome the opportunity to tell you this lab expand its funding base and continue its important, poten- more about their efforts. tially revolutionary work. Regardless of their size, our investments in these types of grantees will have profound effects on the world. Sincerely, ”Kristen Hertel --- MISSION The Satter Foundation aims to empower the powerless and to preserve our world’s land and water by investing in bold, tactical, and innovative social entrepreneurs and organizations. VISION We envision a world where all people—no matter where or in what circumstances they are born— have the resources and opportunities to live a free, educated, prosperous, and healthy life. The Satter Foundation 2013 Annual Report | 6 & 7 HISTORICALGRANT-MAKINGTRENDS TOTAL DOLLARS GRANTED TO DATE: $28.7 MILLION Total Dollars Awarded 2013 Funding by Issue Area 2013 Funding Distribution per Year 1997–2013 by Location $6,000,000 47% $5,000,000 40% $4,000,000 24% 38.38%38.38% 60000006000000 14% 36% $3,000,000 10% 50000005000000 24.01%24.01% 15.67%15.67% 8% 9.45% 40000004000000 9.45% 2% $2,000,000 8.40% 8.40%2% 2.29%2.29% 1.77%1.77% 30000003000000 ■ Providing■ Providing educational educational opportunitiesopportunities | $2,283,333| $2,283,333 18% ■ Promoting■ Promoting human human rights rights & democracy | $1,370,000 20000002000000 $1,000,000 & democracy | $1,370,000 ■ Providing■ Providing health health & human & human servicesservices | $778,000| $778,000 ■ Protecting■ Protecting the the environment environment & species& species | $535,000| $535,000 10000001000000 ■ Building■ Building financial financial stability stability & opportunity& opportunity | $475,000| $475,000 ■ Supporting■ Supporting the the arts arts | $131,000| $131,000 ■ International■ International | $2,650,000 | $2,650,000 ChicagoChicago | $2,033,333 | $2,033,333 0 ■ Supporting■ Supporting & honoring & honoring ■ ■ veteransveterans | $106,000| $106,000 UnitedUnited States* States* | $995,000 | $995,000 0 0 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 ■ ■ 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 * excluding Chicago funding Room to Read is helping to rebuild Cambodia’s educational system. The Satter Foundation 2013 Annual Report | 8 & 9 ROOMTOREAD Room to Read’s motto is “World change starts with educated children.” It works to improve literacy and gender equality in education in 10 Asian and African countries, reversing the notion that where you are born determines your success in life. It establishes libraries, constructs classrooms, publishes local- language children’s books, trains educators, and supports girls’ education. In its 14 years of operation, the organization has reached 8.8 million children. The foundation has given $3.1 million since 2004, which has helped educate approximately 80,000 children, 80,000setting them on a sturdy path to success.
Recommended publications
  • Director of Elearning and Educational Technology St
    Driving Change in Asia Pacific’s Education Landscape The demand for education in the Asia Pacific region is expected to face exponential growth in the next decade. With increasing Internet penetration, new technologies that reduce the need for physical classrooms and a growing middle class, the world’s largest pool of K-12 and college enrollments is only set to continue growing. At the same time, having new technologies to enhance learning is not enough. Innovative teaching methods and creative strategies are required to engage a generation of learners who are living in a digital era. Not forgetting, the region’s diverse socioeconomic issues which will continue to affect the quality and level of access to education for youths. Amidst these various challenges we’ve identified a group of 50 influencers who we think are making a mark in the region’s education landscape. They are individuals who are inspiring change, driving education reform and injecting innovation into today’s learning and teaching methods. From experienced educators to technology experts, from entrepreneurs to social activists, these individuals have one thing in common – they’re improving education for future generations of students. Enjoy the read! 1 Vincent Quah Business Development Lead Education, Research and Not for Profits, Asia Pacific Amazon Web Services Vincent Quah is currently the Business Development Lead, responsible for the Education, Research and Not For Profit sectors, covering the Asia Pacific region for Amazon Web Services. He has been involved in the education and research field for the past 20+ years and has held many different roles – educator, curriculum and instructional designer, e-learning consultant– driving regional and global education projects, programs and business.
    [Show full text]
  • 'Room to Read' in Nepal
    Supporting girls’ education: an evaluation of ‘Room to Read’ in Nepal Emerging baseline findings Executive summary Zara Khan, Emma Jackson, Cari Jo Clark, Irina Bergenfeld, Mahesh Puri and Kathryn M. Yount December 2018a Executive summary Background and report 24 schools (12 per district). It also included, as a control objectives group, 1,126 girls the same age who live in randomly selected Nepal, a small mountainous country situated between adjacent areas and are not participating in the programme. China and India, is one of the world’s poorest countries. Data was collected between July and September 2018 Of its nearly 30 million inhabitants, adolescent girls are by Nepali female enumerators who had been carefully amongst the most disadvantaged. Due to a traditional trained in survey administration and ethics. Face-to-face preference for sons, which first manifests itself soon after interviews were computer-assisted via android tablets children are born but which is amplified as they grow up as (where connectivity allowed) and with paper-based forms a result of increased pressure to conform to gender norms, (where connectivity was absent). While interviews were adolescent girls have less access to secondary schooling conducted with girls as well as with their caregivers and than do boys, face a variety of restrictions associated with school administrators, this report focuses on the findings menstruation, are highly vulnerable to child marriage, and from core adolescent respondents. have limited access to mobility and decision-making. Surveys completed by adolescent girls included 18 Room to Read, a US-based charity, is working to address modules encompassing topics ranging from educational these disadvantages by focusing on literacy and gender experiences and outcomes to gender attitudes and equality in education in Nepal.
    [Show full text]
  • Assessing Girls' Life Skills and Children's Reading Habits
    2015 Assessing Girls’ Life Skills and Children’s Reading Habits in Marginalized Districts in Nepal Claudia Cadena Consepsión Rodríguez Jacqueline Muñoz Paola González-Rubio May 8, 2015 ACKNOWLEDGMENTS The Capstone Team (the team) completed this report to fulfill the capstone research project requirement for the International Development Studies program at the Elliott School of International Affairs, George Washington University. The team would like to make the following special acknowledgements: First and foremost, to the Nepali people who enthusiastically supported this project and are now struggling to find peace and safety in the aftermath of the recent earthquake: 1. To Room to Read Nepal and Mr. Vishnu Karki, for granting us this opportunity, for collaborating with us, and for providing continuous support every step of the way. Specifically, we would like to thank Prashanta Thapa for his involvement in this project, for guiding our work, for our long Skype conversations, and for his enthusiasm to answer the team’s infinite questions. 2. To translators and facilitators, Dinesh Sanjel, Sumitra Chaudhary, and Shyam Gyawali, who supported the fieldwork that helped construct this report. Their close work with the team made the fieldwork an enjoyable and productive experience that added permanent value to both our personal and professional lives. 3. To the interviewees and members of the community who participated in all fieldwork activities. To the Social Mobilizers, Field Facilitators, and Literacy Coaches who dedicate every day of their lives to improve children’s access to a better life through education. To the boys and girls, who openly and happily shared their stories with the team, and who with their enthusiasm for education are changing cultural norms to make their country better.
    [Show full text]
  • School Libraries Are Not Sufficiently Valued in Vietnam
    World Change Starts with Educated Children.® Room to Read and Efforts to Build Habit of Reading in Vietnam TK Forum 2011 READ Neighbours: Sharing Reading Promotion Experience Bangkok – May 11th, 2011 World Change Starts with Educated Children.® Presentation Overview • Introduction of RtR • Barriers to establishing a reading culture in Vietnam • Room to Read’s current efforts to address these barriers • Moving forward – Next Steps World Change Starts with Educated Children.® Introduction About Room to Read World Change Starts RtR’s History with Educated Children.® • Room to Read was founded in 2000 to help provide much needed books to a single rural community. Today, we are a global organization - working in 10 countries across Asia and Africa - that helps millions of children in the world gain access to education through a variety of programs. Since 2000, Room to Read has. Established over 11,000 libraries . Built 1,442 schools . Published over 550 original hildre’s titles . Supported over 10,000 girls Nepal 2000 Sri Lanka 2005 Vietnam 2001 South Africa 2006 Cambodia 2002 Zambia 2007 4 India 2003 Bangladesh 2008 Laos 2005 Tanzania 2011 World Change Starts Our Theory of Change with Educated Children.® IF ROOM TO READ’S PROGRAMS work i ollaoratio THEN THERE WHICH ULTIMATELY with local communities, partner organizations, and WILL BE: RESULTS IN MORE: government towards ensuring that: MoreMore Primary school children will become Empowered, independent readers EducatedEducated Empowered, Active and ChildrenChildren Active and Responsible inin
    [Show full text]
  • Holding up Half the Sky Global Narratives of Girls at Risk and Celebrity Philanthropy
    Holding Up Half the Sky Global Narratives of Girls at Risk and Celebrity Philanthropy Angharad Valdivia a Abstract: In this article I explore the Half the Sky (HTS) phenomenon, including the documentary shown on the Public Broadcasting Service (PBS) network in 2014. I explore how the girls in whose name the HTS movement exists are repre- sented in relation to Nicholas Kristoff and six celebrity advocates. This analysis foregrounds Global North philanthropy’s discursive use of Global South girls to advance a neoliberal approach that ignores structural forces that account for Global South poverty. The upbeat use of the concept of opportunities interpellates the audience into participating in individualized approaches to rescuing girls. Ulti- mately girls are spoken for while celebrities gain more exposure and therefore increase their brand recognition. Keywords: Global South, Media Studies, neoliberalism, philitainment, representation, white savior b Girls figure prominently as a symbol in global discourses of philanthropy. The use of girls from the Global South lends authority and legitimacy to Western savior neoliberal impulses, in which the logic of philanthropy shifts responsibility for social issues from governments to individuals and corpo- rations through the marketplace, therefore help and intervention are “encouraged through privatization and liberalization” (Shome 2014: 119). Foregrounding charitable activities becomes an essential component of celebrity branding and corporate public relations that seek representation of their actions as cosmopolitan morality and global citizenry. Focusing on the Half the Sky (HTS) phenomenon that culminated in a documentary by Maro Chermayeff (2012) shown on the PBS network in 2014, in this article I examine the agency and representation of six celebrity advocates in relation to the girls in whose name the HTS movement exists.
    [Show full text]
  • Impact of COVID-19 on the Education Sector in Nepal: Challenges and Coping Strategies Saraswati Dawadi1, Ram Ashish Giri2 and Padam Simkhada3
    Impact of COVID-19 on the Education Sector in Nepal: Challenges and Coping Strategies Saraswati Dawadi1, Ram Ashish Giri2 and Padam Simkhada3 Abstract The pandemic spread of Novel Coronavirus, also known as COVID-19, has significantly disrupted every aspects of human life, including education. The alarming spread of the virus caused a havoc in the educational system forcing educational institutions to shut down. According to a UNESCO report, 1.6 billion children across 191 countries have been severely impacted by the temporary closure of the educational institutions. In order to mitigate the impact, educational institutions have responded to the closure differently in different contexts with a range of options for students, teachers, managers and parents, depending on the resources, both materials and human, available to them. Most of the options have to incorporate innovative technologies (e.g., digital and mobile technologies combined with traditional technologies such as radio and TV) in order to provide at least some form of educational continuity. As distance and online education is dependent on technological facilities, including internet and Wi-Fi, the discrepancies that exist in their availability are widening the gaps in access and quality of education. This article investigates the impact of COVID-19 on the Nepalese education system, with a focus on the school education. Based on the published documents, reports and news commentaries, the article provides a critical analysis and reflection on the opportunities and challenges the pandemic has presented for the technolization of the education systems. The findings indicate that the pandemic has had serious impacts on students’ learning and well-being, and that it potentially widens the gaps between advantaged and disadvantaged children in their equitable access to quality education.
    [Show full text]
  • Room to Read Scaling up Literacy Through Localized Solutions Across Asia and Africa
    ROOM TO READ SCALING UP LITERACY THROUGH LOCALIZED SOLUTIONS ACROSS ASIA AND AFRICA Jenny Alexander, Christina Kwauk, and Jenny Perlman Robinson ROOM TO READ SCALING UP LITERACY THROUGH LOCALIZED Sincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumental in the production of the Room to Read case study. SOLUTIONS ACROSS ASIA We are also thankful to a wide-range of colleagues who generously shared their knowledge and AND AFRICA feedback on the Room to Read case study, including: Sourav Banerjee, Unmesh Brahme, Tim Carlberg, Luis Crouch, Lauren Hadi, Cory Heyman, Tressa Johnson, Matthew Jukes, Vishnu Karki, Phong Le, Emily Leys, Cynthia Lloyd, Lynn Murphy, Sara Peracca, and Kim Wright Violich. Lastly, we would like to extend a special thank you to the following: our copy-editor, Alfred Imhoff, our designer, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s) and do not reflect the views of the Institution, its management, or its other scholars. Support for this publication and research effort was generously provided by the John D. and Catherine T. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge the broader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation, and the Government of Norway.
    [Show full text]
  • Room to Read Annual Report 2016 GETTING ACTIVE for EDUCATION 1 | INTRODUCTION
    Room to Read Annual Report 2016 GETTING ACTIVE FOR EDUCATION 1 | INTRODUCTION WORKING TOGETHER TO CREATE A BETTER FUTURE THROUGH EDUCATION While we may be separated around the world by immense distances, languages and cultures, we are connected in our desire to create a better future for the next generation. Whether they live in rural mountain ranges, With your support, Room to Read is scaling our programs to marshy river deltas or urban metropolises, all respond to this need. The success you’ve helped us achieve — parents want to see their children succeed. By the learnings we’ve garnered from each child reached, each acting together and investing in education, book published and each educator trained — has allowed we can make sure every child, everywhere, us to create effective, adaptable solutions for addressing gaps in literacy and girls’ education. We’re now focused receives the opportunities they deserve. on delivering these interventions more widely and with Tackling global illiteracy and gender inequality in greater efficiency through improvements in our programs education is a huge undertaking, but I know that and business operations, and the expansion of our capacity- every single child we reach is significant. Every student building work with governments and other nonprofits. The who learns to read and every girl who graduates from investments you’ve made are paying dividends through secondary school can access a lifetime of new possibilities each child supported and the reputation you’ve helped us and open doors for those around them as well. Every build. Our programs work, and our track record is enabling investment you make reaches across the world and forever us to multiply your impact across entire districts, states and alters the trajectory of a child’s life by putting a book in countries to bring education to more children, more rapidly.
    [Show full text]
  • Christina Ting Kwauk [email protected]
    Christina Ting Kwauk [email protected] Current Affiliations University of Saskatchewan 9/2020-present • Associate Director, Monitoring and Evaluation of Climate Change Education (MECCE) Project • Adjunct Professor, Department of Educational Foundations, College of Education The Brookings Institution 1/2021-present • Non-Resident Fellow, Center for Universal Education, Global Economy and Development Program Publications Books & monographs Iyengar, R., & Kwauk, C. (Eds.) (forthcoming). Charting an SDG 4.7 roadmap for radical, transformative change in the midst of climate breakdown. UNESCO-IBE Book Series. Brill Publishers. Sperling, G., Winthrop, R., & Kwauk, C. (2016). What works in girls’ education: Evidence for the world’s best investment. Washington: Brookings Press. Kwauk, C. (2014). Playing for the future: Sport and the production of healthy bodies in policy and practice. Doctoral thesis. Minneapolis: University of Minnesota. Peer-reviewed journal articles Hardin, J. & Kwauk, C. (2019). Elemental eating: Samoan public health and valuation in health promotion. The Contemporary Pacific, 31(2), 381-415. Hardin, J. & Kwauk, C. (2015). Producing markets, producing people. The food environment, health, and globalization in Samoa. Food, Culture and Society: An International Journal of Multidisciplinary Research, 18(3), 519-539. Kwauk, C. (2016). “Let them see a different path”: Social attitudes toward sport, education, and development in Samoa. Sport, Education and Society, 21(4), 644-660. Kwauk, C. (2014). “No longer just a pastime”: Sport for development in times of change. The Contemporary Pacific, 26(2), 303-323. Kwauk, C. (2012). Obesity and the “healthy living” apparatus: Discursive strategies and the struggle for power. Critical Discourse Studies, 9(1), 39-57. Kwauk, C.
    [Show full text]
  • Fall 2007 80 Baker Cres
    LETTER oF THE LAA Issue 156 Reddy the Reader, the new mascot at Strathcona County Library, p.22 Inside: The Partnership: What it is and How You Benefit Edmonton Welcomes 2007 PNLA Conference Around Red Deer in 60 Days with the mezz Summer Reading Program The Centennial Series Unveiled Venezuela's Four-Legged Mobile Libraries Letter of the LAA Fall 2007 80 Baker Cres. NW, Calgary, AB T2L 1R4 Phone: 403/284-5818 FAX: 403/282-6646 http://www.laa.ca ISSUE NUMBER 156 FALL 2007 ISSN 0705-4890 People ....................................................................................................................... 1 From the President's Desk .................................................................................................. 2 From the Executive Director ................................................................................................ 3 Association News The Partnership: What it is and How You Benefit ..................................................... 4 LAA Members Win Tickets to see JK Rowling........................................................... 8 Call for Nominations for Award of Excellence in Library Service ............................... 9 Around the Province Librarians Run for the Cure 2007 ............................................................................. 10 Renovations Improve City Centre Campus at GMC ................................................... 11 Innisfail Announces Plans for New Library ............................................................... 11 Edmonton Welcomes 2007
    [Show full text]
  • Global Monitoring Report
    Global Monitoring Report 2014 Putting the Pieces Together in Research, Monitoring, and Evaluation Dear Friends, It is a great pleasure to introduce Room to Read’s seventh annual Global Monitoring Report. The pages that follow present evidence of the progress that we have made as an organization on several fronts. Following the lead of our 2014 Annual Report (Solving the Puzzle: Children’s Literacy and Girls’ Education1 ), I particularly want to highlight the progress Room to Read has made in our continued efforts to bring together the various elements of our work into an effective, comprehensive whole. Over the past few years we have brought together a range of once-separate program components, such as libraries and literacy instruction, to establish our integrated Literacy Program. This shift in program implementation requires a corresponding shift in our approach to measurement and reporting. Reflecting this shift, the structure of this year’s report has been updated to present a consolidated view of the results of our Literacy Program. The report’s structure also reflects our efforts to better integrate the components of research, monitoring, and evaluation. When deployed strategically, these complement one another: • Research enables us to tackle forward-looking, exploratory questions of critical interest to programs teams; • Monitoring tracks our activities and results on an ongoing basis, shows trends over time, and raises questions for further study; • Evaluation tells us whether outcomes are improving for children and whether Room to Read is responsible for this improvement. This includes our Reading Skills Evaluations—a highlight in this year’s report, as 2014 marks the first year we are able to report findings for every country where we have implemented literacy instruction.
    [Show full text]
  • 2019 Annual Report
    EDUCATION ENDURES ANNUAL REPORT 2019 Room to Read | i ANNUAL REPORT 2019 It all starts with education. Education is the most effective tool for solving the world’s greatest challenges, including poverty, environmental degradation, racial injustice and inequality. In schools, young people learn the skills that enable them to become changemakers and solve difficult problems in new ways. These skills help them define their place in the world and seek a fulfilling future. As our world faces an increasing number of crises and threats to children’s access to quality education, we at Room to Read are committed to making sure that education endures. We know that a quality education will prepare every generation of students to become adults who are equipped to create a safer and more just world. We have incorporated illustrations from our original children’s books throughout this report. At Room to Read, we know books give children new ways of looking at the world and themselves, helping them to develop as global citizens. Stories can connect and inspire us all, regardless of where we come from. EVERYONE SEES / MIMI NINAONA Written and illustrated by Dani Jones South Africa, Tanzania and Zambia The world is full of many things to see. The mouse sees the hen and her chicks in the morning. The cat chases the bird in the day. But who sees at night when the sky gets dark? ii Room to Read | 1 ANNUAL REPORT 2019 “We know our team has the expertise “Together, we can ensure and dedication to meet this moment. that education endures for We also know that never has it been millions of children, so that more urgent and obvious to ensure they can turn their obstacles that all children have the education into opportunities and be they need to contribute in meaningful well-equipped to play a role in ways to their communities.
    [Show full text]